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Secondary Curriculum 2 Languages
1714.1 Master of Teaching (Secondary)
Assignment 1
Professional Task Stage 6
(Unit plan and 3 resources)
By
Xiaoyan Ji
18128358
Table of Contents
Part A: Unit of work 3
Part B: Three original professional resources 13
Resource 1 – text types 13
Resource 2 – new structure 15
Resource 3 – comprehension task 16
Part C: Discussion (1000 words) 17
References 21
Pretend High School: Cloud 9 Unit Theme and topic: leisure; sports
Key Concepts: vocabulary, grammar, structure, cultural understanding, contexts, similarity and difference, prior knowledge, real life
Importance of this learning: Students would be able to associate the aim language with their prior experience with possibility of
entering into the domain of high order thinking. It is also a comprehensive combination of interests, experience, language skills and
cultural comparison, which demonstrates the mastery of overall integration of individual elements.
Targeted Syllabus Outcomes: students would be able to convey appropriate information with application of a wide range of
approaches that reflect their language proficiency. Moreover, through incorporating previous acquired information, reassessing
contexts and upgrading insights towards certain situation, their observation and perception will be lifted up to a level where it is
possible to forge persuasive, informative or reflective works. Needs to respond to Japanese texts also drive them to employ language
decoding, tone identification and emotion evaluation which further lead to the high order exercises such as unwrapping cultural
Assessment: Resources that embrace both formal and informal activities are employed to activate students’ prior knowledge and
understanding for further improvement. Students will also be given opportunities for self-assessment where they take responsibility
of their own growth and development. Grammatical structure and vocabulary are focused on through provided resources which join
past and future learnings. Furthermore, summative assessment will occur to help reflect the degree of achievement, positioning
students according to their ranks and grades, and thus demonstrating clearly how much has been accomplished and how much more
is aimed.
Reading, listening, writing and Different sets of rules, number As major information resource Information of history and
speaking Japanese will be of players and times will apply and communication media, ICT development of Aboriginal and
involved. for numeracy. will permeate every level of Torres Strait Islander and
influences.
Term Evidence of
Resources
Week learning (and
Integrated teaching, learning and assessment activities Feedback
code AfL, AaL,
AoL)
Forge connections of texts and understanding Pictures of There is a major General
identify various sports according to photos, players, popularity, rules different sports involvement of feedback will
Foster capability of conducting both verbal and nonverbal questions, both their
communication according to purpose and audience. Identify the sport to peers and to performance
that most groups like for preparation of activities later on. themselves. It of group
Charade game where one group of students act, and other students allows them to activity,
Unfamiliar vocabulary and grammar will be noted for future reference acquisition. command as
それに__だって__いたいと思う well as
Take notes of the words needed for particular expressions. Ask the cultural
whole class for advice and try to find suitable substitutes for those observation.
Give the student with hearing aid specific attention and observe his/her some good
specific
comment as
examples.
生動、魅力、
感情。。。
Brainstorm for promotion of a particular sport as a group. Sport news, Stepping up Give
Place the student that requires hearing aid in a different group and see Magazines, from the field feedback on
how other students cope with communication barrier differently. dictionary, built in Week 1, how to be
Divide the task into two parts videoscribe, students enter more
students at average level work on ideas of what key words might the phase of inclusive in
Students of higher level construct texts that are clear in structure genre, discussion.
practice, revision and presentation. (put ideas in forms of text) amount of assist
Exploration of a certain sport (gathering information with help of output, which processing
List key arguments and supporting evidences. majorly Aal and and
Take notes of new vocabulary and grammar items. a little Aol. outputting
Slides Always
Video record
errors and
semantic
twists and
share them
with the
whole class.
Historical contribution
地理学、要因、人口、歴史、影響、身体。。。
Give the student with hearing aid extra instruction and ask other
texts
Raise hand and tell the class what has been learned through the of names, rules, there is a feedback on
weeks about sport, language and culture (closely observe silent strategies and transition from classroom
W4 ones and the student with hearing aid; offer open questions to cultural Aal to Aol where activities so
Remix the groups and do an activity where each student picks two badge of quizzes and know the
Japanese words that they think are hard to remember Japanese terms; homework are standard
Collaborate to come up with strategies to associate the Japanese question sheets; focusing on quickly;
with English, especially phonetic connections (eg: 運動---うんどう Kahoot gauging collaborative
---when+door---when you seek the door, you want to go out to do students’ effort on quiz
10-16 newly learned vocabulary of the unit on the screen; 5 against syllabus be viewing
Take turns, one representative each group, coming up to the board perspective;
for dictation (group members read, other groups observe, teacher annotated
Homework/作業 explanation
Role play; further divide the groups into pairs; one talks, the other
interprets
Your 3 original resources you create should be identified in the resource column as resource 1, resource 2,
resource 3.
You must include your original resources below. If you have created a digital resource, take a screen shot of it to
include below, as well as a shortened URL (use bitly or similar). (When tutors are marking, links do not work and
we have to exit and download original files or type in the whole link. By providing a shortened URL you make the
process incredibly faster )
Please pay close attention to the resources you are required to create for Languages. This is specified below and is
different to other curriculum subjects.
A resource that teaches students how to write one of the required text types from the syllabus.
The PowerPoint gives students scaffolding of recounting which grammatical points and vocabulary objectives are conveyed.
Thus students will pick up certain contextual applications of language such as 理解しています。Moreover, key words of
the sentences are coupled with pictures which gives students visual assistance for remembering. Before asking them to
start making their own original works, a reciting activity will be given to them where they try to say sentences by looking at
pictures in groups. A short follow-up game will be carried out for students to match pictures with sentences.
A resource that teaches students how to use a new structure (grammar point) to communicate in one of their learning
activities.
https://play.kahoot.it/#/k/e131e6b1-a9c8-48e7-a13a-3d96a6b0db72
With the Kahoot game, it is basically the idea of disordering sentence components and let students try to reorder them
into appropriate places. In accordance to Baker (2012)’s idea that students have an innate system that help them decode
meaning and grammatical structure, it is beneficial if teachers give students sufficient space to try. After each question, the
result will show how many students get correct answers, how many make mistakes and what types of mistakes they are.
Immediately, teacher will give them feedback and reasons why some sentences are structured in certain ways.
A resource that checks student understanding of a comprehension (listening or reading text) and provides feedback.
(Assessment for learning task.)
This task will be used twice in different ways.
Promotion of sport presentation/cloze (cut out ten words from a reading text and list them underneath. Students need to
choose the right words according to context and meaning and fill in the blanks with proper form of the words)
スポーツは私たち生活中に欠けれない一部です。私たちが自分のこと、周りの物事に対する理解を反映していま
す。もしいまの私と昔の私がどこが違いますかって聞くと、それはわたしがチャレンジに対する時にもっと積極
的に直面できます。もっと素直に頑張れます。これらを教えてくれた友達がバスケットボールです。
The text will be read to students for two times with a short pause in between. Then it will be read again with ten small
pieces taken out. This will attract students’ attention to the missing information. In the end, the whole paragraph will be
read one last time for them to grasp the key information. Then show the text to them so they can make corrections by
themselves. Ensure that the corrections are made with different colours, so immediate and clear feedback can apply.
Based on the pursuit of building up students’ knowledge and understanding of Japanese and
the culture it encapsulates, the design of this unit of work has a clear aim which reflects the
process of laying pillars with a range of activities to bridge learning objectives and outcomes
through language and it should be examined comprehensively from dimensions. Setting off
from activities that allow students to use the acquired knowledge, week 1 majorly focuses on
activating the known to explore the unknown, and sport is the topic that embraces interesting
cultural elements that can be examined on various levels. Thus, students of different abilities
can be catered for with differentiated roles in group tasks while each gets to contribute
organizing thoughts and with teacher’s scaffolding of genre and field establishment, they
practice with combination of joint construction and independent creation. With the student
that needs hearing aid, intended observation should apply for knowledge of possible extra
request, as Avantoye and Luckner (2016) showed that vocabulary and social skills are two
crucial factors that significantly influence the success of students who are hard of hearing.
Putting the student in different groups is a way of letting every student consider inclusivity
Student Name Student Number
Assignment 1: Professional Task Stage 6
and allowing the teacher to try different strategies. Key words that students use for
description should be collected and compared with syllabus requirement so that students
know daily use of expression against written forms for tests of Japanese continuers. Once it
is clear to them what learning objectives are and what potential cultural challenges they
language will be largely facilitated. When acquiring a second language, the primary focus is
on input that further entails the fact that meaning comes before form (Nassaji & Fotos, 2011).
Furthermore, the default strategy that learners possess for another language grant them
creativity for association which will be touched upon in the following weeks. Another
important approach that benefits students is to familiarize them with how computer
technology is relevant to pedagogical practice. Barr (2016) mentioned that even though there
is a rising acceptance of internet worldwide, students are not aware of what resources are
useful for them and therefore need teachers’ guidance. By giving them research tasks for
family and national sport preference as well as reasons behind, I wish to raise the awareness
and share resources to make a database for further reference. Literacy is always a critical
embodied in tasks such as dates and history of sports, numbers of players and rules and
regulations etc. Immediate feedback is also very important for students especially when it
comes to activities that reflect teamwork, such as group presentation where prompt
comment and constructive advice can benefit large audience. With the pavement of the first
couple of lessons, useful field and genre are generally established and then students will be
provided with a new set of tasks which incorporate information sharing and refining, research
data integration and evaluation and innovative production of original resources. At this stage,
Student Name Student Number
Assignment 1: Professional Task Stage 6
emphasis is laid on conscious application of key words in real life contexts and judgement of
particular situations. It is worth noting that no matter how simple it seems, mistakes they
make reflect the linguistic and cultural clashes that are taking place in their understanding.
The valuable information will be closely examined and scrutinized so that subsequently the
whole class will compare and contrast them for deeper understanding in regard of
grammatical and contextual complexities. Given the fact that there is a gap between
classroom knowledge and real-life application and students tend to translate information
from one language to another, it is necessary to give them an environment where each
person’s voice is heard and added to the big picture of the unit. Baker (2012) expressed that
the process of converting input to intake is not a short-term game and Buck and Wightwick
(2013) illustrated how intake is shaped and transformed into output. In week 2 and week 3,
trivia game, story, drawing and poll are designed to help students touch boundaries. In trivia
preparation for drawing tasks. Furthermore, poll is a smooth transition from storytelling
where students are firstly asked to conduct creative construction and then deliver justification.
Thus, listening, reading, writing and speaking are structurally integrated to challenge
students in a comprehensive way. When looking for similarities and difference of Australian
and Japanese sport preference, students are again collaborating to explore cultural
embodiment through history, geography and population etc. Grammatical learning objectives
are implanted in instructions of activities; for example when telling students how to layup in
basketball, “て みます” will be used. Another highlight is the activity that gives students
opportunity to work on phonetic associations of the two languages, which seems strange yet
very interesting. For example, interpretation of “うんどう” to “when +door” and then “sport”
might not make sense to everyone, but it reflects strategies students use, which is of great
Student Name Student Number
Assignment 1: Professional Task Stage 6
value and should be shared with others. Their imagination is thus extended to a new level. In
the last week, home-made cloze worksheet is applied to conclude what has been learned
and as assessment for learning it will be carefully recorded for future reference. There is
immediate oral feedback to consolidate understanding and subsequent written feedback for
individualization. Kahoot game is also used both for recreation and assessment as Barr
(2016) stated that ICT incorporation is efficient when threaded through the whole course of
education. For the last lesson of week 4, there is a 20-minute seminar for students to discuss
their struggles and achievements through the unit, which is a meaningful feedback for me to
References:
Ayantoye, C. A., & Luckner, J. L. (2016). Successful students who are deaf or hard of hearing and
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT
Barr, D. (2016). Students and ICT: An analysis of student reaction to the use of computer
Buck, J., & Wightwick, C. (2013). Teaching and Learning Languages: A practical guide to learning
by doing. Routledge.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms. Integrating